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eLearning Planning Guide

eLearning Planning Guide

Published Student Learning Programs Division
for the Department of Education and
Early Childhood Development

January 2009

© State of Victoria (Department of Education

and Early Childhood Development) 2009

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Authorised by the Department of Education

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2 Treasury Place, East Melbourne, Victoria, 3002.

ISBN [to be inserted if required]

2 Publication Title
This document is also available on the internet at:
About this guide....................................................................................................2
Why plan for eLearning?......................................................................................3
Empowering students to fully engage in a 21st century learning environment.....................................................................3
DEECD initiatives..................................................................................................4
Victorian Essential Learning Standards.............................................................4
School ICT Progression Strategy........................................................................4
ePotential: ICT Capabilities Resource................................................................5
The Ultranet...........................................................................................................6
Australian Government initiatives......................................................................8
Digital Education Revolution...............................................................................8
MCEETYA Framework..........................................................................................8
eLearning Planning & the Effective Schools Model..........................................9
Effective Schools Model: focus on eLearning...................................................9
eLearning Planning.............................................................................................11
Developing your eLearning Plan.......................................................................12
eLearning Vision.................................................................................................12
The eLearning Planning Matrix..........................................................................14
Matrix overview...................................................................................................14
Using the eLearning Planning Matrix to develop the eLearning Plan ..........16
eLearning Planning Template............................................................................16
Unpacking the elements.....................................................................................18
eLearning Leadership.........................................................................................18
eLearning Leadership Resources.....................................................................20
Learning, Teaching, Assessment and Reporting ...........................................22
ICT Professional Learning.................................................................................26
Learning Places and Spaces.............................................................................29
Learning Communities.......................................................................................31
Evaluation, Review and Management ..............................................................32
IT infrastructure and technical support: ..........................................................34
Supporting the School ICT Progression Strategy (SIPS)................................34

eLearning Planning Guide, 2009 1

About this guide

This guide is designed to eLearning includes the exploration and

support Victorian Government use of diverse ICT strategies and tools
schools to make eLearning to expand teaching and learning
planning an integral part of their possibilities in ways that lead to
School Strategic Plan and improved student learning outcomes.
Annual Implementation Plan. It
will help each school develop an There needs to be cohesion across all
eLearning Plan that will improve elements of eLearning planning to
outcomes through the ensure that infrastructure and
integration of information and resources are used to reconceptualise
communication technologies teaching and learning, in order to
(ICT) across all aspects of
maximise the benefits of the digital age.
school activity.
Successful eLearning implementation
occurs only when eLearning is an
integral part of a school’s vision for

eLearning Planning Guide, 2009 2

Why plan for
‘21st century education integrates empowered users who make informed
Empowering students to
technologies, engaging students in choices about the information they
ways not previously possible, creating fully engage in a seek, the products they want to create
new learning and teaching 21st century and the tools they use.
possibilities, enhancing achievement learning
and extending interactions with local
and global communities.’
(MCEETYA ICT in Schools Taskforce, Today’s students think, learn and live in
‘Contemporary Learning’ document in an increasingly online world. New
Learning in an Online World, 2005) technologies and virtual environments
allow important parts of their personal
21st century learning demands new and social life to be digitised, shared
pedagogical and technological and linked to global communities.
approaches to using ICT for learning. It Students may have more access to
is the responsibility of teachers and technology at home than at school.
school leaders to prepare students for Outside of school they may regularly
the demands of an ever-changing contribute to online forums, interact
world, through facilitating learning in a with and seek help from peers and find
technology-rich environment, where innovative methods of solving
students and teachers don’t just learn problems, managing their time and
about technology, they use it to achieve expressing themselves. Often this
powerful learning and teaching and happens all at once using multiple
improve student learning outcomes. applications, devices and interfaces.

A transformative school recognises and

further develops these capabilities. It
revises its curriculum and learning
programs to include opportunities for
students to work autonomously and
concurrently in a dynamic and
challenging environment. There are
opportunities for students to use their
own ICT devices to tap into powerful
and personal learning networks.

Students have access to more

information and communication tools
than ever before in human history.
Such access calls for a new literacy:
digital/ICT literacy. This requires
students to be aware, wary and
discriminating. They need to be
The challenge for schools is to create
engaging and supportive learning
 understand they are part of a
global community and that learning DEECD initiatives
environments and opportunities that is unrestricted by classroom walls
stimulate, extend and deepen student
 are demanding of content,
learning, and incorporate seamless use
teaching quality and access to
of the technologies students use so
ubiquitously in their daily lives.
 think, analyse and construct
A school’s eLearning Plan needs to
take into account the emerging
digital/ICT literacies of today’s and  constantly communicate virtually.
tomorrow’s students, and to develop
(dk21, 2008)
appropriate and targeted strategies to
support improved learning and

Digitally literate learners:

 want to be connected

 are discriminating
 are empowered and critically

 are information seekers and


A number of Victorian Government

Victorian Essential School ICT Progression
initiatives create a new ICT landscape
for schools. eLearning planning Learning Standards Strategy
supports these by bringing into focus The Victorian Essential Learning The School ICT Progression Strategy
the role of ICT. It complements the Standards (VELS) has identified ICT as (SIPS) initiative is an integral part of the
Department of Education and Early a key interdisciplinary domain that Technical Support to Schools Program
Childhood Development’s (DEECD) ‘focuses on providing students with the (TSSP) specifically designed to provide
School Strategic Planning tools to transform their learning and to enhanced support in the area of ICT
Guidelines – 20081 and feeds into the enrich their learning environment’ infrastructure to school leadership
School ICT Progression Strategy (VELS, Victorian Curriculum and teams, ICT staff and technicians.
(SIPS)2 The eLearning planning Assessment Authority [VCAA])3.
framework parallels the Effective SIPS will deliver a standardised
Schools Model and supports schools as eLearning planning supports the impact approach to ICT infrastructure for all
they prepare for implementation of the of the ICT domain of VELS across all schools and will support the roll-out of
Ultranet. areas of the curriculum. the Ultranet. SIPS recommends an
eLearning Plan as a fundamental basis
The role of eLearning planning in some It enables a cohesive, whole school for infrastructure planning in each
of these initiatives is elaborated on approach to planning for the integration school, including the development of a
here. of ICT into learning and teaching. This School ICT Inventory and a School ICT
empowers teachers and students to Infrastructure Roadmap and School
transform how learning occurs and to Strategic Plan.
enrich learning environments in
schools, improving student learning
ePotential: ICT
The ePotential ICT Capabilities
Resource4 provides schools with an
ICT Capabilities Framework, an online
survey, planning tools and a bank of
resources to support the development
of teachers’ ICT capabilities within
learning and teaching contexts.

ePotential supports the eLearning Plan

by providing indicative benchmark data
that informs the professional learning
needs of staff. Analysing ePotential
survey results can assist teachers to
identify ICT professional learning goals.

The results can also indicate

information about the use or non-use of
ICT resources.

DEECD initiatives

Key benefits of the Ultranet to the

The Ultranet
The Ultranet1 is a student-centred
electronic learning environment that  establish a school environment for
supports high-quality learning and the future
teaching, connects students, teachers
 improve the educational outcomes
and parents and enables efficient
of Victorians
knowledge transfer. It will establish a
schools environment for the future that  reduce the administrative burden
improves the educational outcomes of on teachers and school leaders
all Victorians.
 reduce the future cost of education
The Ultranet enables DEECD to better
 improve educational opportunities
support Victorian Government schools
for regional, rural and remote
and enhance active partnerships with
parents and help to improve student
learning, support the work of teachers.

The Ultranet will be available for all

Victorian government schools in Term 3

Objectives of the Ultranet:

 improve responsiveness to
individual learning needs

 provide better information to

parents, the school system and

 improve efficiency of the learning

environment and school

 adopt an enterprise approach to

intranet development

 exploit previous ICT investments.


Digital Education MCEETYA Framework
Revolution The DEECD eLearning planning
The emphasis on 21st century learning framework is aligned to Digital
is reflected in recent Commonwealth education – Making change happen is rce/webdav/site/icttaskforcesite/users/r
Government initiatives relating to a framework for strategic planning and oot/public/Digital_education_full.pdf
technology in education. reflection published in 2008 by the
Curriculum Corporation for the
‘The Digital Education Revolution is a Ministerial Council on Education,
major part of the Commonwealth Employment, Training and Youth Affairs
Government's Education Revolution. (MCEETYA). It details the ICT-based
$1 billion is being committed over four characteristics and attributes of
years with the aim to contribute developing, accomplished and leading
sustainable and meaningful change to schools.
teaching and learning in Australian
schools that will prepare students for
further education, training, jobs of the
future and to live and work in a digital

One aspect of the Digital Education

Revolution is the National Secondary
Schools Computer Fund (NSSCF).
Schools seeking funding for this
initiative are asked to adhere to State
Government education jurisdictional
procurement guidelines, which include
providing evidence of either an existing
or a developing ICT Strategic Plan. The
eLearning Planning Guide supports
schools to create and update such a
plan. It provides a sound basis from
which schools can articulate clear and
workable goals, and also enables
schools to take advantage of
opportunities available through the
Australian Government’s Digital
Education Revolution initiative. ement/ictsupportservices/nsscf.htm
Planning & the
Schools Model
The Effective Schools Model outlines ‘To achieve the vision of the Blueprint
Effective Schools Model:
the characteristics that help make a for Government Schools, the Victorian
school effective. Victorian schools can focus on eLearning Government must build an excellent
use this model to evaluate and guide The diagram shows the relationship government school system, rather than
High expectations of all learners
their improvement. between the Effective Schools Model ICT,aused
system withcan
effectively, some excellent
challenge schools to transform learning
and government
teaching, enhance learning An
schools. opportunities
excellent and improve learning
and eLearning planning, highlighting outcomes for all.
the ways in which ICT enables school system is one that is made up
improved practice. of effective schools that are
continuously improving.’
(DEECD Blueprint for Government
Schools – Effective School1)

Figure 1: Effective and secure
Schools Modellearning
ICT, used effectively, promotes diverse,
flexible, interactive, quality learning and
Professional leadership
eLearning leadership buildswithin a safe online
an eLearning culture, as it strategically
plans for, implements, monitors and evaluates the integration of ICT
for improved learning, teaching and administration.

Focus on teaching and learning

Learning Communities ICT is used strategically to improve
ICT facilitates collaboration within the learning and teaching, and it is
school community, and the growth of supported by effective professional
effective learning communities within learning.
and beyond the school.

Purposeful teaching
ICT is used to enhance effective
Accountability teacher practice, to engage learners
ICT enhances accountability across the and to contextualise teaching to meet
school, improving communication the needs of individual learners.
between parents, teachers and

Shared vision and goals

Effective schools have a clear and
shared understanding of how ICT can
improve student learning outcomes,
which is reflected in the school’s vision
and goals.
eLearning School Accountability
Considerations Improvement

Consider eLearning Self Evaluation Guidelines

focus questions

Include strategies Consider Plan

School Strategic how
for eLearning eLearning is
included in whole
school planning
Include milestonesAnnual Implementation Plan
for eLearning

eLearning Planning add as appendix

eLearning Plan

eLearning Planning is integral to the Figure 2. Model for developing an eLearning Plan
School Strategic Plan and will support
all schools to continue to improve their
use of ICT for learning and teaching

Figure 3. School Strategic Plan Model

eLearning Vision
School Strategic Plan
eLearning Planning Elements

Review and Management

eLearning Leadership

Learning, Teaching,
Learning, Teaching,
Annual Assessment
Assessmentand Reporting
& Reporting
Implementation Plan
ICT Professional Learning

Learning Places and Spaces

Learning Communities

IT Infrastructure and technical support:

Supporting the School ICT Progression Strategy (SIPS)

ICT Network ICT Roadmap Build ICT Extend ICT

Audit development foundation beyond
Developing your eLearning Vision
eLearning Plan
‘A critical factor in the effective use of An eLearning vision will provide an Consider the following to help you
ICT is the existence of a school-level eLearning direction for your school. The create and modify your vision
e-strategy that addresses future vision should describe a desired statement.
development and sustainability and outcome that inspires and energises
includes some means of monitoring you, and helps create a compelling How will learning and teaching
progress against identified milestones. picture of your school and community in change, and how will ICT support
While innovations often begin within a the future, how it looks and how ICT this change?
key stage or subject department, they enables improvement.
What type of learning
require a whole school commitment if An eLearning vision needs to emerge
environments will you see?
they are to become embedded in the from your School Strategic Plan, in
daily experience of pupils, providing particular from the school profile How will learning take place?
continuity and coherence across the (purpose, values and context) and
years. While champions can, and often strategic intent.
What will your students’
expectations of learning be?
do, lead the way, new developments
need leadership and strategic planning Make sure that your vision is a clear
What will your students know,
to ensure sustained changes in and succinct statement that is easily value, and be able to do when
practice.’ understood and owned by all members they leave your school?
(The Impact of ICT in Schools: A of your school community: teachers
Landscape Review, Becta, 2007) and non-teaching staff, students and Does your eLearning vision stem
parents. from the School Strategic Plan,
and does it create a picture of
‘21st century schooling – Innovative
Many schools have already what ICT can enable in your
new models of schooling that utilise school?
experienced great improvements
technologies in the redesign of
through using eLearning. Large-scale
organizational structures and Is the eLearning vision a strong
connectivity and infrastructure projects
curriculum are required. Education and succinct statement that is
have been highly successful in easily understood by all
systems are investing in schools as
networking schools and connecting members of the school
learning communities with strong
them to the internet. But, the focus is community?
partnerships between students,
now shifting – from broadband,
teachers, families and the wider How will your eLearning vision
technical architecture and access, to
community ... Innovative and effective support a whole school approach
the appropriate use of technology to
use of ICT is transforming pedagogies, to the use of ICT?
support pedagogy, school improvement
empowering teachers and support staff
and transformation. Transformation of
to focus on student-centered active (Suggestions from Archdiocese of
learning and teaching requires more
and interactive learning.’ Canberra and Goulburn Education
than provision of the tools – it requires
(Contemporary Learning: Learning in Office website1, accessed March
ongoing support, professional learning,
an Online World, MCEETYA, 2005, p. 2008)
research, leadership and guidance.
Sample Vision
‘To inspire and empower our school’s learning community ‘ICT will be a fundamental component of teaching and learning,
to envision and implement innovative eLearning strategies where state of the art technology and professional learning will
and technologies to improve student engagement, equip teachers with transformative skills and develop students
experience and achievement.’ that are innovative and confident users of ICT in an ever
(Victorian Secondary School) changing digital world.’ (Victorian Primary school)
The eLearning

The eLearning Planning Matrix is a

Matrix overview
detailed framework that enables
schools to identify where they are in Each of the five elements is divided into
relation to the elements of eLearning sub-elements that highlight the features
practice. The eLearning Planning that contribute to each element. The
Matrix can assist schools to: matrix also contains indicators for each
sub-element across the four phases of
 identify their current strengths development: Foundation, Emergent,
Innovative and Transformative.
 set priorities for improvement

 plan development strategies. Figure 4. Phase progression of the eLearning Planning Matrix

You can use the matrix to identify your Foundation Emergent Innovative Transformative
current practice. This can occur at staff eLearning innovation eLearning transforms
Established practices
Beginning the eLearning
or other meetings, with teachers in journey. and resources support is embedded in the learning and teaching and
small groups, or with a leadership team eLearning school culture. is evident through wider
implementation. school change.
or committee.

The eLearning Planning Matrix

describes four phases of development
across five eLearning elements.
Foundation Emergent
Table 1. Elements of the eLearning Planning Matrix
Elements Sub-elements
eLearning Leadership refers to the ways in which school leadership
established the ICT vision for the school and supports all aspects of
implementation and change management. Schools develop an eLearning Plan
that is linked to a shared eLearning vision and school priorities. They distribute and share
responsibility for leading eLearning, secure the school community’s commitment to the  eLearning Leadership
eLearning vision and facilitate all aspects of ICT implementation so that it supports
individual, team and whole school improvement across the school. eLearning leadership
encompasses the way schools use the whole of school ePotential ICT Capabilities Survey
results and other performance data, including student learning outcomes, to inform the
eLearning Plan.
Learning, Teaching, Assessment and Reporting refers to how schools
lead, enable and support the use of ICT to transform learning and teaching,  Curriculum Planning
extending learning opportunities and improving learning outcomes. It refers
to curriculum leadership that supports teachers to recognise and integrate a variety of rich  Curriculum Delivery
uses of ICT in curriculum planning and delivery that is underpinned by statewide student
learning initiatives. It includes how schools use ICT for improved, more timely and relevant  Applying Student ICT Capabilities
assessment, collecting, communicating and collating student assessment data to inform
curriculum design and to report on student progress. It includes how schools use digital  ICT Safe and Ethical Behaviours
environments to provide access to digital resources for improved curriculum planning and
 Assessment and Reporting
how schools use ICT to deliver curriculum, extending and differentiating student learning
opportunities and supporting students to manage and direct their own learning. Schools  Reporting to Parents
need to build a culture of ethical, safe and responsible use of ICT.
ICT Professional Learning refers to how schools plan, implement and
evaluate effective ICT professional learning that contributes to improved
teacher ICT capabilities. Schools develop structures and conditions to support
teachers to improve their ICT capabilities, to integrate ICT into learning and teaching  Teacher ICT Capabilities
effectively and support teachers through the process of change. It refers to how schools
develop collaborative, reflective, inquiry-based ICT professional learning models and  Learning and Teaching
cultures aligned to the school’s vision and goals. Schools plan and implement effective
professional learning focused on and embedded in teachers’ ICT practice.  Support and Cultural Change
It is underpinned by whole school performance data, especially by the ePotential Teacher
ICT Capabilities Survey, which helps identify ICT professional learning needs.
Learning Places and Spaces refers to how schools design, maintain and
update IT infrastructure, learning places, spaces and resources, to
maximise learning opportunities. The learning environments support the diverse
and changing needs of learners, while responding to new and emerging technologies that
enhance learning.
It refers to the provision of eLearning in safe and secure, learner centered, flexible learning
spaces and connected digital environments, including virtual learning environments that  Access
allow learners to have access to learning resources and support when they are not at
school.  Physical Layout
It is concerned with equitable learner access to ICT, and with enabling the seamless
integration of ICT into effective learning and teaching.
In addition, it refers to how schools plan for and resource the changing ICT needs of the
whole school community, including support for learners through more efficient and effective
administration and student information processes.
Learning Communities refers to how schools use ICT to extend learning
beyond the school, and support and connect students, staff and families to
local and global learning communities. Schools can use ICT and virtual
environments to enable communication, interaction and collaboration focused on
purposeful learning among learners, teachers, experts, and other local and global learning
communities, and how schools develop collaborative cultures and protocols, so that  ICT-Enabled Learning
learners can operate effectively in connected digital environments in the wider school Communities
community and beyond.
It also refers to the way ICT is used to engage learners in authentic learning activities that
connect with knowledge networks, partnerships and real-world communities of practice
beyond schools, enriching learning environments and improving learner outcomes.
Using the eLearning
Planning Matrix to
develop the eLearning

Use the eLearning Planning Matrix to 1. Identify your eLearning

identify current strengths, to set vision.
priorities for improvement and to plan
What is the focus of eLearning in your
coordinated development strategies.
school? How does this relate to your
Figure 5. Steps to developing an school’s goals as described in your
annual implementation plan’s strategic 4. Use the eLearning Planning
eLearning Plan Template to help you identify
the strategies/actions you
2. Highlight your current want to focus on.
1. practice
Identify the 5. Complete the eLearning Plan
Every phase of each sub-element has
indicators. For every sub-element, 6. Evaluation, review and
2. highlight the indicators that best
Highlight current describe your current practice. This will
practice within 7. IT infrastructure and technical
matrix assist you to get a clear picture of support: SIPS
where your school is currently, and it
will also help you choose new targets
3. for improvement. Your school may need
Analyse matrix
to highlight a range of indicators across
and set priorities
two or three phases to adequately
describe your current practice.
Develop key 3. Analyse and set priorities.
Use the completed matrix to pinpoint
5. and prioritise sub-elements you would
Complete like to target with specific strategies.
implementation plan
Ideally this analysis and prioritisation
should be done as a consultative,
iterative process involving teachers and
review and other key stakeholders. Targeted sub-
management elements should be selected to align
with your eLearning vision.

IT infrastructure and
technical support: SIPS


eLearning Planning Template
Indicators for
Emergent phase
The eLearning Planning Template is School eLearning Vision: Actions – What?
used in conjunction with the eLearning Identify/revise an eLearning vision. What specific actions/activities will you
Planning Matrix to outline existing and undertake?
target practice, what you need to do, Elements:
how you will do it, who will be The aspects of eLearning planning. Resources and budge – How?
responsible and when it will be done. What resources and budget will be
Sub-elements to consider.
Responsibilities – Who?
Current practice: Who will be responsible for
Review the eLearning Planning Matrix. implementing, facilitating and/or
Use the indicators to identify the monitoring each of the actions
school’s current practice for each of the identified?
sub-elements highlighted. You can cut
and paste your chosen indicator Timeline – When?
directly from the matrix into this field. What are the estimated timelines for
achieving your actions? These
Target practice: timelines need to be achievable, but
Review the eLearning Planning Matrix. also monitored and modified during
Use the indicators to identify the implementation, if necessary.
Table target practice
2: Sample (desired Planning
of eLearning
outcomes) for each of the sub- Success measure:
elements highlighted. You can cut and How will you know you have been
paste your chosen indicators directly successful? What will be indicators of
from the next relevant phase of the success?
matrix into this field.
School eLearning Vision

Current Target Actions Responsibilities Timeline Success
Element Sub-element and budget
practice practice What? Who? When? measure
 eLearning leadership
 Curriculum Planning
 Curriculum Delivery
 Student ICT Capabilities
Assessment  ICT Safe and Ethical
and Behaviours
Reporting  Assessment and
 Reporting to Parents
 Teacher ICT Capabilities
 Learning and Teaching
Learning  Support and Cultural
 Access
Places and
 Physical Layout
Learning  ICT-Enabled Learning
Communities Communities

Unpacking the eLearning Leadership

The following sections are a eLearning Leadership refers to the results and other performance
more detailed overview of each ways in which school leadership data, including student learning
of the elements and sub- establishes the ICT vision for the outcomes, to inform the eLearning
elements. Each section contains school and supports all aspects of Plan.
a series of focus questions to implementation and change
help identify your position within To bring your school’s plan to fruition:
management by:
the matrix and consider next
steps. Read this section as you ‘Effective leaders will enthuse, guide
 establishing and fostering a shared
refer to the matrix. and encourage their colleagues on a
eLearning vision
journey towards a goal. They must
eLearning Leadership sub-element:  developing an eLearning Plan have (and be able to articulate) some
linked to a shared eLearning vision idea about where they are going and
 eLearning Leadership
and school priorities what they are trying to achieve. They
will also be ready to review and amend
 distributing and sharing their ideas as the journey
responsibility for leading eLearning progresses ...’
 securing the school community’s (Jenny Scribbins, Demonstrating
commitment to the eLearning Transformation1, Ferl, UK)

 facilitating all aspects of ICT

implementation so that it supports
individual, team and whole school
improvement across the school

 encompassing data such as the

ePotential ICT Capabilities Survey
Today’s school leaders need to be tech-
savvy. Only those leaders who are
informed, discriminating, creative and
transformative will be successful in
achieving systemic change in their
learning organisation. A leader’s critical
and discriminating role is to appreciate
how the effective and appropriate use
of eLearning can transform when,
where and how learning takes place.
Effective leaders embrace the role of
eLearning in facilitating innovation and
excellence, engagement and deep,
powerful learning. They are advocates
and highly effective change agents,
who can work as catalysts for school
improvement and who understand how
to make a school eLearning vision a

Possible focus questions:

How is leadership of eLearning
distributed and managed across the
Is your vision shared by key
stakeholders across your school
How does leading the implementation
of eLearning support individual, team,
and whole school change to use ICT
to its full potential?

‘Leadership is critical. All of the

successful CeLL schools have leaders
who are committed to the effective use
of ICT by teachers to improve student
learning in the school.’
(CeLL Schools, Victoria, 2007)


DEECD School Accountability and Improvement Framework
DEECD strategic planning documentation includes focus questions and
resources to assist schools to develop eLearning strategies and milestones.

MCEETYA Leadership Strategy

The Leadership Strategy highlights issues in the development and application of
school-based and systemic leadership to support the seamless integration of ICT
in the 21st century learning environments.

MCEETYA Contemporary Learning Statement

Published in 2005, this document describes contemporary learning in a national

Becta UK Leadership Gateway

This site contains advice and services to support school leaders and senior
managers on the strategic management of ICT within schools.

EdNA’s Gateway for Principals and Leaders

An Australian-based collection of discussion lists, school planning, research,
polices and professional associations.,20399,20439

ISTE/CEO Forum: STaR Chart

The CEO Forum’s Interactive School Technology and Readiness (STaR) Chart is
a self-assessment tool designed to provide schools with the information they
need to better integrate technology into their educational process.

Making a difference with technology for learning: evidence for

school leaders

What the research says about strategic leadership and

management of ICT in schools
Learning, Teaching, Assessment and
Learning, Teaching, Assessment Learning, Teaching, Assessment and ‘ICT is more likely to become an
and Reporting sub-elements: Reporting refers to how schools lead, integral part of teaching and learning
enable and support the use of ICT to activities when teachers take their
 Curriculum Planning transform learning and teaching, laptops to class. If teaching and
extending learning opportunities and learning is the focus of the school,
 Curriculum Delivery
improving learning outcomes by: then teachers must be encouraged
and supported to use technologies in
 Applying Student ICT  supporting teachers to recognise class. This shifts the focus from
and integrate a variety of rich uses individual research and administration
of ICT in curriculum planning and to the integration of ICT with the work
 ICT Safe and Ethical Behaviours
delivery that is underpinned by that students do.’
 Assessment and Reporting statewide student learning (CeLL Schools, Victoria, 2007)
 Reporting to Parents eLearning can support schools to
 using ICT for improved, more
timely and relevant assessment develop a more personalised teaching
and learning approach. ICT is a key
 collecting, communicating and tool to support purposeful teaching.
collating student assessment data (CeLL Schools, Victoria, 2007)
to inform curriculum design and to
report on student progress ‘21st century schooling: Curriculum is
focused on relevance, understanding,
 using digital environments to
rigour and depth, engaging all students
provide access to digital resources
in authentic learning. ICT capabilities
for improved curriculum planning
are integral to improved learning
 using ICT to deliver curriculum, outcomes that enable young people to
extending and differentiating engage effectively with and work in an
student learning opportunities and increasingly complex world ...
supporting students to manage Innovative and effective use of ICT is
and direct their own learning transforming pedagogies, empowering
teachers and support staff to focus on
 building a culture of ethical, safe
student-centred active and interactive
and responsible use of ICT.
‘Getting beyond engagement to the (Contemporary Learning: Learning in
use of ICT to improve learning is hard an Online World, MCEETYA, 2005,
work that takes effort and time. pp.5–6)
Teachers will need to invest in and be
supported to use ICT, not just to
enhance student engagement but for
purposeful teaching as well.’
(CeLL Schools, Victoria, 2007)
Assessment and
Reporting (Continued)
‘... continuous ... professional Student ICT Capabilities
development empowers teachers and
supports staff to critically integrate ICT How are students supported to use
in learning and teaching by: and develop their ICT capabilities for
effective learning?
 Focusing on learning improvement
What are students’ expectations for
and school transformation
the use of ICT in the curriculum?
 Addressing the multiple, interactive
dimensions of ICT use
Possible focus questions:
 Listening to and empowering
Curriculum Planning
What new ways of learning and
 Providing tools to evaluate teaching are developing, where the ICT Safe and Ethical Behaviours
integration of ICT in learning integration of ICT adds value, and How does your school assure
 Improving personal learning plan makes a difference to students and ethical use and support safe
efficiency their learning? practices in the use of ICT at school
Are a variety of ICT tools and and at home?
 Developing collaborative
resources used to engage students in Assessment and Reporting
learning activities across all VELS
(MCEETYA Contemporary Learning: How is ICT used to support
domains and other curriculum
Learning in an Online World 2005/6, assessment for, as and of learning?
p. 7) How is ICT used to store and
How is ICT used to integrate
access student work for reflection,
curriculum planning, delivery and
assessment and reporting
assessment and reporting?
Curriculum Delivery
How is ICT used to manage and
How is ICT contributing to communicate student information,
personalising learning? assessment and reporting?
How do students influence and How is ICT used to support a variety
manage their own learning and of types of assessment, including
contribute to creating content? peer and self-assessment?
How does ICT support students to Reporting to Parents
become more aware of who they are
How is ICT used to improve
as learners?
reporting to parents?
What opportunities do students have
to work together, to collaborate,
share, communicate and also work
Learning, Assessment and Reporting
Teaching, Resources
ePotential ICT Capabilities Survey
Find where you are on the continuum and explore the resources, including
teacher and student work samples, getting started advice and professional
learning resources.

ICT eLearning Showcase

Provides examples of the potential of ICT to enable powerful teaching and
learning /
ICT Domain Page
Contains links to: Victorian Essential Learning Standards; ICT-related learning
and teaching support materials such as publications, websites and other online
resources; ICT assessment maps and sample tasks; professional learning
support, including links to ICT teachers’ associations; and identifies current
research in the area of ICT education.

DEECD Kahootz and Digital Content and Creation Resources

Digilearn online portal of digital learning resources:

Connect provides schools and families with access to relevant, informative and
exciting online educational resources from around the world. Connect is an
evolution of the Victorian Education Channel.
Global Teacher

DEECD Software for Education Program (S4E)

The S4E Program makes available software titles widely used in Victorian
educational institutions at significantly reduced prices.
ICT ethics: ePotential

Literature review of E-assessment

MCEETYA Pedagogy Strategy: Learning in an Online World

Published in 2005, this document outlines pedagogy enabled by ICT.

Using wikis to assess collaborative achievement
ICT Professional Learning

ICT Professional Learning sub- ICT Professional Learning refers to how ‘Professional learning is not just about
elements: schools plan, implement and evaluate finding out about the ICT tools and
effective ICT professional learning that developing competencies in using
 Teacher ICT Capabilities – contributes to improved teacher ICT them. It focuses on being able to
developing ICT skills
capabilities by: transfer new skills to changed
pedagogical practice and
 Learning and Teaching –
 developing structures and improvements in the classroom.’
developing an understanding of
how ICT can enable improved conditions to support teachers to (Peter Cole, Professional
teaching and learning improve their ICT capabilities Development: a Great Way to Avoid
 supporting teachers to integrate Change, IARTV Seminar Series,
 Support and cultural change December 2004, No. 140, p. 4)
ICT into learning and teaching
ePotential is an ICT capabilities
 supporting teachers through the resource developed by DEECD for the
process of change identification and support of ICT
capabilities in learning and teaching. It
 developing collaborative, reflective, includes a survey for teachers to
inquiry-based ICT professional identify their ICT capabilities and
learning models and cultures immediate online reporting for teachers,
aligned to the school’s vision and principals, regional directors and
goals professional learning leaders. A bank of
 planning and implementing resources includes samples of student
effective professional learning work, digital stories, online planning
focused on, and embedded in, tools and an interactive journal.
teachers’ ICT practice Principals and school leaders can
benchmark their school against the
 using whole school performance state and region, find target areas for
data, especially the ePotential professional learning planning and view
Teacher ICT Capabilities Survey, reporting to see if selected ICT
which helps identify the ICT initiatives are making a difference.
professional learning needs.
A school can use ePotential to regularly
review all teachers’ needs and develop
an appropriate ICT professional
learning plan to align the school goals
and needs of its teachers, providing
opportunities for ‘just-in-time’ not ‘just-
in-case’ professional learning.
ICT Professional
Learning (Continued)

‘Sustained use of ICT in the classroom ‘Teachers’ ICT confidence and

requires that teachers are competence is improved when they
appropriately skilled and have access Possible focus questions: are provided with material they can
to support that meets their immediate ‘play with’ on their own machines. The
teaching needs. Greater use of ICT to Teacher ICT Capabilities chance to explore and learn from
better effect in class depends on How does professional learning mistakes enhances teachers’
providing teachers with the capacity support teachers to develop their ICT willingness to use ICT.’
needed to do this.’ skills? (CeLL Schools, Victoria, 2007)
(CeLL Schools, Victoria, 2007)
Learning and Teaching Examples of 21st century learning
How does ICT Professional Learning environments:
influence curriculum planning and
teaching practice?  A classroom incorporating flexible
and self-directed use of emerging
How prepared and capable are
teachers to activate new ways of
learning and teaching using ICT?  Any place offering anywhere,
anytime access to online learning.
How does ICT support students to
become more aware of who they are  A ‘learning hub’ that allows for both
as learners? physical and virtual classrooms.
What opportunities do students have  School creating authentic, real-life
to work together, to collaborate, opportunities for learning through
share, communicate and also work partnerships with community
independently? groups, education providers and
Support and Cultural Change industry
How is eLearning prioritised in the
 A learning management system to
development of teacher and school
structure, deliver and assess
Professional Learning Plans?
online curriculum activities.
How is the ePotential ICT
Capabilities Survey results used to
inform ICT Professional Learning

Are there a range of

strategies/activities used to support
ICT Professional Learning?
ICT Professional

DEECD’s Information and Communication Technology Domain
Professional Learning

ePotential ICT Capabilities Resource

ePotential is a suite of online tools and resources to measure, develop and report
on teacher ICT capabilities.

Becta Professional Learning Portal

MCEETYA Pedagogy Strategy : Learning in an online world

This document focuses on ICT as an enabler of good pedagogy. It highlights
issues for consideration when planning for integration of ICT in the learning

Microsoft Learn IT Teach IT CD-ROM and Making a Difference

Research Guide
Every school has been provided with a CD-ROM resource containing a wide
range of teaching resources and effective eLearning research.
Learning Places
and Spaces

The Learning Places and Spaces Learning Places and Spaces refers to choose a topic they have not yet
sub-elements are: how schools design, maintain and covered from the playlist on their iPod.
update IT infrastructure, learning During the lesson, each child records
 Access places, spaces and resources, to their own conversation. The teacher
maximise learning opportunities by: moves around the room, randomly
 Physical Layout
joining in with conversations and
 providing eLearning in safe, facilitating the students’ learning …
secure, learner-centred, flexible Two hours later the same room is
learning spaces and connected being used for a drama lesson …
digital environments [later] for yoga …’
 exploring virtual learning (Sean McDougall, One tablet or two?
environments and providing Opportunities for Change in
access to learning resources Educational Provision in the Next 20
outside of school hours years, Nesta Futurelab, 2006, p. 4)

 planning and resourcing equitable

Possible focus questions:
learner access to ICT
 enabling the seamless integration
of ICT into effective learning and What types of access to ICT are
teaching by planning for and available for learning?
resourcing the changing ICT needs How could accessibility to ICT for all
of the whole school community, students in all classrooms be
including support for learners improved?
through more efficient and effective
Physical Layout
administration and student
information processes How do the physical layouts create
learning environments, 29aximizing
 supporting the diverse and the use of ICT for diverse learning
changing needs of learners, while and teaching opportunities?
responding to new and emerging
technologies that enhance ‘A broader range of teachers will adopt
learning. ICT in their teaching approaches when
‘Imagine a space that was configured they have access to a range of ideas,
not as a classroom, but as a meeting activities and teaching materials they
room. This space could be used by can share and use.’
children or adults for general learning (CeLL Schools, Victoria, 2007)
purposes … as the teacher
approaches the room, a Bluetooth ‘Share, share and share some more.
detector switches on screens that Sharing what works and what does not
show important words in English and work is a major contributor to learning
French, the learning outcomes for the for all.’
lesson, and a looping photo-show of (CeLL Schools, Victoria, 2007)
pictures of Paris … the children
arrange the furniture for dialogue and
Learning Places
and Spaces
ePotential: Classroom Organisation
DEECD: Building Futures
Glen Waverley Secondary College: Spaces for Learning QTVR
Pedagogy and Space
This innovative research program analyses the physical organisation of the
classroom to maximise effective pedagogy.
Futurelab Showcase: Space Mission: Ice Moon
Emerging technologies for learning
FutureLab Spaces, Places and Future Learning: Conference

Future TV: involving learners in creating their own learning

Learning with Handheld Technologies: Futurelab Booklet
What if – Reimagining Learning Spaces: Futurelab Research

What the research says about virtual learning environments in

teaching and learning

Learning Communities sub-element: Learning Communities refers to how

schools use ICT to extend learning
 ICT-Enabled Learning Possible focus questions:
beyond the school to support and
connect students, staff and families to ICT-Enabled Learning
Notes: local and global learning communities Communities
by: How do your teachers and students
use ICT to engage, interact and
 planning for and using ICT and
deepen students’ learning through
virtual environments to enable
collaboration with local and global
communication, interaction and
collaboration focused on
purposeful learning, among How do your teachers use ICT to
learners, teachers, experts, and support each other in the use of
other local and global learning digital resources and curriculum
communities planning?

 developing collaborative cultures How does ICT support relationships

and protocols, so that learners can between the school and home?
operate effectively in connected, How does ICT enable community
digital environments in the wider interactions?
school community and beyond

 engaging learners in authentic

learning activities that connect with
knowledge networks, partnerships
and real-world communities of
practice beyond schools, enriching
learning environments and
improving learner outcomes.

Resources Towards New Learning Networks: Futurelab booklet
DEECD – Ultranet _01.htm
Developing School Partnerships
Engaging Parents and Families with eLearning
Engaging the Community with eLearning
Review and

Notes: Routinely review the eLearning Plan The following questions can help you
and ensure it is being managed evaluate each key eLearning Strategy:
Possible focus questions:
Evaluation and review of the eLearning
Plan will address the success, or Are we achieving what we set out to
otherwise, of the strategies you identify achieve?
to enable the school to reach its How well are we achieving it?
eLearning vision.
Are our resource utilisation and time
Your eLearning Plan and SIPS frames on track?
Roadmap provide you with a framework Have there been any environmental,
which you can use to monitor and political or cultural changes that will
review infrastructure, budget, facilities, have an impact on the strategic
staffing, professional learning, and the direction of the school?
strategic support required to achieve
your eLearning vision. Does our chosen strategy still work
with our strategic focus?
Schools need to set review cycle Consistent, recurring evaluation of
timelines in line with their School your eLearning Strategy will support
Strategic Plan and annual the success of your school’s
implementation plans. eLearning Plan.
DEECD School Accountability and Improvement Framework
DEECD strategic planning documentation includes focus questions and
resources to assist schools to develop eLearning strategies and milestones.
School ICT Progression Strategy (SIPS)
Making the most of your investment in ICT
Managing ICT costs in schools: report
MCEETYA, Total Cost of Ownership and Open Source Software
IT infrastructure and Supporting the School ICT Progression Strategy (SIPS)
technical support:

The capacity of your school Planning for IT infrastructure and In the development of the ICT
community to adopt its eLearning technical support is different from Roadmap, schools will be required to
Strategy depends on the reliability planning for eLearning. IT infrastructure refer to the key strategies or eLearning
and availability of an appropriate and technical support underpins a focus from their eLearning Plan, and
technical environment. Adequate school’s eLearning vision; it is not resource the requirements that are
budgeting, resourcing and meant to drive it. identified in the eLearning Plan.
maintenance are essential for Resource planning within the ICT
success. Possible focus questions: Roadmap will consider not only the
equipment but also the infrastructure
Notes: Are your technology systems and
and services, including the
solutions robust and pervasive
maintenance required to support the
enough to support effective digital
strategy in the long term.
learning and teaching?
What digital tools and resources do Prioritisation in your eLearning Plan
students and staff have access to, for needs to be flexible, because the
learning anywhere and anytime? changing availability and cost of IT
infrastructure and equipment might
Technical specialists and the have an impact on the feasibility of
Leadership Team within your school are implementing some aspects of your
likely to be considering the process for eLearning Plan.
preparation of your School ICT
Progression Strategy. Your eLearning
Plan is an essential requisite within this
process as shown in the chart.

Figure 6. SIPS Model

School eLearning
Plan Curriculum
Plan Do Act Review and Extend
Step 1 – ICT Step 2 – ICT Step 3 – Build ICT Step 4 – Extend
Network Audit Roadmap ICT beyond
development foundation

Technical Support to Schools Program
Links to documentation for the School ICT Inventory, School ICT Infrastructure
Roadmap, and Network Guidelines and Models for Schools.